Teachers’ personal practical knowledge and interactive decisions

By W. Tsang. 2004

120 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/33cf3888dc83ed3b97ff3dcc972313cda18e46dc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Philip Hiver
2. Z. Dörnyei
3. D. Freeman
4. A. Burns
5. Christian Stuart
6. Yasuko Kanno
7. William Dunn
8. Greg Ogilvie

In Literature and Literary Theory

1. Philip Hiver
2. Z. Dörnyei
3. D. Freeman
4. A. Burns
5. Christian Stuart
6. Yasuko Kanno
7. William Dunn
8. Greg Ogilvie

Citations in the corpus

• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “Arguments for more socially oriented formulations of language teacher cognition and the SLTE knowledge base were furthered by Freeman and Johnson’s (1998) call for a “broader epistemological view of ESOL teacher 1990–1994 Richards & Nunan (1990) (Collection, conceptual & empirical) Freeman & Richard”
• Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “401), some researchers have recently tried to capture L2 teachers’ personal practical knowledge in a way that acknowledges its socially constructed nature and is reflective of teachers’ agency, moral values, and experiences (Golombek, 1998; Johnson & Golombek, 2002; Tsang, 2004).”
• Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching (2010, background): “Such an approach would promote professional development through the explicit analysis of personal practical knowledge (Golombek, 1998; Tsang, 2004) and the critical analysis of theoretical knowledge (Gass, 1995).”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “Existing work on language teacher identity has tackled the field-specific link between L2 teachers’ experience and cognitions, and their socioculturally embedded practices (Morgan 2004; Tsang 2004; Varghese et al. 2005; Borg 2006; Tsui 2007).”
• The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “The metaphor of teacher-as-decision-maker (Nunan 1992) reflects how teachers conceptualise their work and the kind of decision-making underpinning teaching (Tsang 2004).”
• Research Methods in TEFL Studies: Descriptive Research, Case Study, Error Analysis, and R & D (2018, background): “The first example is Wai King Tsang (2004), who conducted a research to investigate the role of teachers' personal practical knowledge in interactive decision making for three pre-service non-native ESL teachers.”